外研版module 1一年级英语教案.docx
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外研版module1一年级英语教案
单元
Unit1
课题
Hello
课时
2课时
学案设计教师
教材分析
用Hello!
或Hi!
和别人打招呼，用：
I’m…介绍自己.用Goodbye!
告别是大多数孩子在幼儿园学过的英语，老师只需要顺其自然用句型介绍自己，教孩子在情景中，能听、会说日常问候语和道别用语，创设情境让孩子们用英语互相问候并自我介绍，熟悉老师和同伴。
三维目标
知识目标：
学会日常问候语和道别用语。
能力目标：
在情景中，能听、会说以下词汇：
hellohimorningafternoonIam
情感目标：
学会结交新朋友，并互相问候和道别。
重点难点
1.对重点词汇的识记与应用。
2.学生能掌握并熟练运用Hello!
或Hi!
等句型进行问答。
教学准备
评价单、课件、教学光盘
预习质疑
和爸爸妈妈一起回忆幼儿园学过的一些英语口语
导学方式
四段十元素教学方法，小组合作
导学过程
一、组织教学及复习巩固：
1.热身：
欣赏英文歌曲：
Goodmorning!
2.问候：
Greeting.
Greetthestudentsandintroduceyourselftothem
e.g.,T:
Goodmorning!
Hello!
I’mMiss/Mr（surname）.
二、新知识的呈现与归纳
1、UsethepuppetsandflashcardstoelicittheformulaicexpressionsGoodmorning!
andGoodafternoon!
e.g.,
Puppet1:
Goodmorning!
（Presenttheflashcardmorning）
Puppet2:
Goodafternoon!
（Presenttheflashcardafternoon）
Puppet3:
Hello!
Puppet4:
Hi!
三、新知识的巩固与活用
Havethestudentspractisethewordsandthegreetings.
e.g.,morning,afternoon,Goodmorning!
/Goodafternoon!
/Hello!
/Hi!
/Goodbye!
UsethepuppetstoimitatethecharactersthatappearedinUnit1.
e.g.,
Puppet1:
Goodmorning!
（Background:
Presenttheflashcardmorning）
Puppet2:
Goodafternoon!
（Background:
Presenttheflashcardafternoon）
Puppet3:
Hello!
Puppet4:
Hi!
...
Havethestudentslistentotherecordingonpages2and3.Illustratethemeaningofthedialogueswiththehelpofpictures,puppetsandyourbodylanguage.Thestudentsareonlyrequiredtounderstandthegeneralmeaningofthedialogues.Thenhavethestudentstrytocompletethedialogueswithyou.Youmayusethepuppetandtheflashcards.
e.g.,
T:
Hello!
Ss:
Hi!
T:
Goodbye!
Ss:
Goodbye!
Tellthestoryonpages2and3slowlyandclearlytotheclasswiththehelpofpictures,puppetsoryourbodylanguage.Thestudentsareonlyrequiredtounderstandthegeneralmeaningofthestory.
1）Inthemorning,KittyandBenaregoingtoschool.AliceandTomaregoingtoschool,too.Theymeetattheschoolbusstop.BenandKittysay,“Hello!
”Alice,Alice’smumandTomsay,“Hi!
”
2）Theschoolbusiscoming.Theygetontheschoolbus.“Goodbye!
”Alicesaystohermum.Mumsays,“Goodbye!
”
3）Kitty,Ben,AliceandTomarriveatschool.TheyseeMissWang.Ben,Kitty,TomandAlicesay,“Goodmorning!
”MissWangsays,“Goodmorning!
”
4）Intheafternoon,Kitty,Alice,DannyandEddieareintheclassroom.MissWangsays,“Goodafternoon!
”Kitty,Alice,DannyandEddiesay,“Goodafternoon!
”
Schoolisover.Kitty,Alice,DannyandEddiesay,“Goodbye!
”MissWangsays,“Goodbye!
”
Tellthestorytotheclassagain.Thenaskthestudentstocompletethestorywithyou.
e.g.,
T:
Inthemorning,KittyandBenaregoingtoschool.AliceandTomaregoingtoschool,too.Theymeetattheschoolbusstop.BenandKittysay,“Hello!
”AliceandTomsay...
Ss:
Hi!
T:
Theschoolbusiscoming.Alicegetsontheschoolbus.Alicesays“Goodbye!
”Mumsays...
Ss:
Goodbye!
练习设计
Askthestudentstoactoutthestory“Aschoolday”onpage4.Thenhavethestudentslistentothesong“Goodmorning”onpage5andsingalongusinghandmotions.
Askthestudentstomakeshortdialoguesingroups.Thenhavethestudentslistentothesong“Goodmorning”onpage5.
Havethestudentsdo“Look,listenandsay”onWorkbookpage2.
Havethestudentsdo“Listenandtick”onWorkbookpage3.Thenchecktheanswers.Havethemactouttheshortdialogues.
拓展生成
从Morning,afternoon拓展到evening,night,Goodevening./Goodnight.
板书设计
Unit1Hello
Hello./Hi!
MorningGoodmorning.
AfternoonGoodafternoon.
教学反思
对于简单的问候语,很多学生在上一年级之前已经学过,因此培养学生学会与老师,与其它同学对话互动才是本课重点.对于morning和afternoon这两个时间段的鉴定,有的学生对时间还比较模糊,但通过图片时行感性认识,还是容易接受的.
备注
第2课时
教
学
内
容
Hello./Goodmorning./Goodafternoon./Goodbye.
教
学
目
标
Usingthekeywordsincontext
e.g.,morning,afternoon
Usingformulaicexpressionstogreetpeopleandbidfarewell
e.g.,Hello./Goodmorning./Goodafternoon./Goodbye.
教
学
重
难
点
Listening
•Identifyingthekeywordsinanutterancebyhearingthepronunciation
e.g.,morning,afternoon
•Understandingformulaicexpressionsofgreetingsandfarewellincontext,andresponding
appropriately
e.g.,Hello./Goodmorning./Goodafternoon./Goodbye.
•Understandingasimplestorywiththehelpofpictures,puppetsortheteacher’sbodylanguage
Speaking
Usingformulaicexpressionstogreetpeopleandbidfarewellintheappropriatecontext
e.g.,Goodmorning./Goodbye.
导
学
过
程
一、组织教学及复习巩固：
2.Warm-up：
Goodmorning.
3.Greeting.
4.Tellthestory“Aschoolday”in“Let’sact”onStudent’sBookpage4slowlyandclearly,withthehelpofpictures,puppetsandyourbodylanguage.Promptyourstudentstocompletethesentenceswhennecessary.
e.g.,
T:
KittymeetsEddieattheschoolgate.Kittysays,“Hello!
”Eddiesays...
Ss:
Hello!
T:
KittyandEddiemeetDannyinthemorning.KittyandEddiesay,“Goodmorning.”AndDannysays...
Ss:
Goodmorning.
T:
Intheafternoon,KittymeetsTomintheplayground.Kittysays,“Goodafternoon!
”Tomsays...
Ss:
Goodafternoon.
T:
Schoolisover.AliceandTomsay,“Goodbye!
”Kittysays...
Ss:
Goodbye!
Havethestudentspractisethestorywithpuppetsingroups.Thenhavethemactoutthestory.
二、新知识的呈现与归纳
1、ShowthecharactersofUnit1.Usethefingerpuppetstohavethemintroducethemselves.
e.g.,T:
（Showsafingerpuppet）Hi!
I’mEddie.
2、Introduceyourselftothestudents.
e.g.,T:
Hi!
I’mKelly.Nicetomeetyou.
3、Havethestudentslistentotherecordingof“Let’splay”andrepeatafterit.
e.g.,
T:
Hi!
I’mDanny.
S:
Hello!
I’mEddie.
三、新知识的巩固与活用
1、Askthestudentstojudgewhetherthepuppetisintroducingitscorrespondingname.Ifthepuppetisright,thestudentsshouldclaptheirhandsandrepeatit.Ifthepuppetiswrong,thestudentsshouldcorrectit.
T:
（HoldsthepuppetforKitty）Hello!
I’mAlice.
Ss:
No.I’mKitty.
2、HavethestudentsusethepuppetstopractisethepatternI’m...
e.g.,S:
Hello!
I’mDanny
3、AskthestudentstoplaytherolesinUnit1.
e.g.,
S1:
Hello!
I’mEddie.
S2:
Hi!
I’mKitty.
S1:
Nicetomeetyou.
S2:
Nicetomeetyou,too.
四、小结
Inthislesson,wehadlearnedtwosentences:
Hello!
I’m..../Hi!
I’m....
练
习
设
计
Askthestudentstodo“Listenandnumber”onWorkbookpage2.
Dividethestudentsintofourgroupsanddo“Lookandsay”and“Drawandwrite”onWorkbookpage4.
Thenselectseveralgroupstoactouttheshortdialogues.
HavethestudentsdoTask“Makenewfriends”onWorkbookpage5.
Havethestudentssingthesong“Goodmorning”whilewalkingroundtheclassroom.Whenthemusicstops,theyshouldfindafriendandintroducethemselvestoeachother.
e.g.,
S1:
Hello!
I’m...
S2:
Hi!
I’m...
S1:
Nicetomeetyou.
S2:
Nicetomeetyou,too.
S1:
Goodbye!
S2:
Goodbye!
拓
展
生
成
Hello!
I’m..../Hi!
I’m....
Hello!
Mynameis..../Hi!
Mynameis....
板
书
设
计
Unit1Hello
S1:
Hello!
I’m...
S2:
Hi!
I’m...
S1:
Nicetomeetyou.
S2:
Nicetomeetyou,too.
S1:
Goodbye!
S2:
Goodbye!
单元
Unit2
课题
Myclassmates
课时
2
学案设计教师
教材分析
把学习用品放在桌子上，互相借学习用具用Giveme…,please.来说。
学会向别人借东西，学会根据别人需求作出回应。
学会向别人道谢。
三维目标
知识目标：
1.Usingmodelledphrasestocommunicatewithotherstudents
能熟练掌握有关文具的词汇。
如:
abook,aruler,apencil,arubber等。
2.能熟练掌握“Givemea…,please.”及“Hereyouare.”“Thankyou.”等句型。
能力目标：
1.能熟练运用abook,aruler,apencil,arubber等词汇进行表达和交流。
2.能在递物品时灵活运用“Givemea…,please.”及“Hereyouare.”“Thankyou.”句型。
情感目标：
Usingmodelledimperativestoborrowstudymaterials通过图片对比及总结，学会和他人礼貌交往。
1.了解跨国文化，培养小朋友合作意识。
重点难点
Usingthekeywordsincontext
e.g.,book,ruler,pencil,rubber
•Usingimperativestogivesimpleinstructions
e.g.Giveme...,please.
•Usingformulaicexpressionstoofferpeoplethings
e.g.,Hereyouare.
•Usingformulaicexpressionstoexpressthanks
e.g.,Thankyou.
教学准备
评价单、课件、教学光盘
预习质疑
复习一下以前学过的学习用具的英语名称
导学方式
四段十元素教学方法，小组合作
导学过程
一、组织教学及复习巩固：
5.热身：
欣赏英文歌曲：
Goodmorning!
2.问候：
Greeting.
Greetthestudentsandintroduceyourselftothem
e.g.,T:
Goodmorning!
Hello!
I’mMiss/Mr（surname）.
二、新知识的呈现与归纳
1、Showthestudentsapencilcase.Thentakeoutaruler,arubberandapencilfromthepencilcasetoelicitthenewwords.
e.g.,T:
Look,what’sinthepencilcase?
Aruler,apencil...
2、Askthestudents,“Whatcanyouseeintheclassroom?
”Holdupsomeobjectsthatthestudentshave,suchasarulerorarubber.
e.g.,T:
Whatcanyousee?
（Holdsuparuler）Icanseearuler.
e.g.,
3、Askthestudentstorepeatthenewwordsafteryou.
4、TeachtherhymeonStudent’sBookpage9.
三、新知识的巩固与活用
1、SayaloudthenamesoftheobjectsintroducedinUnit2.Havethestudentsholdupthecorrespondingobjectsandrepeatthewordstheyhaveheard.Practiseuntiltheycanrespondquickly.Thenhavethempractiseingroups.
e.g.,
T:
Abook!
Ss:
（Holdupabook）Abook!
2、Engagethestudentsinthefollowingrhythmicchant.Holdupdifferentobjectstocuethestudentstorespond.
e.g.,
T:
Whatcanyousee?
Whatcanyousee?
Ss:
Abook,apencil,Icansee.
Abook,apencil,Icansee.
三、新知识的巩固与活用
Askthestudentstoplayaguessinggame.Hideanobjectbehindyouandhavethestudentsguesswhatitis.
e.g.,
T:
What’sthis?
S:
Abook!
T:
Yes.Abook.
四、小结
Inthislesson,wehadlearnedtwosentences:
Whatcanyousee?
Icanseearuler.
Giveme...,please.
练习设计
HavethestudentspractisetherhymeonStudent’sBookpage9,substitutingbook,pencil,...withotherwords.
Havethestudentsdo“Listenandtick”onWorkbookpage6.
拓展生成
What’sthis?
Abook,aruler,apencil...
Whatcanyousee?
Icanseearuler.
what’sinthepencilcase?
Aruler,apencil...
板书设计
Unit2Classm
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